Ahmed Alduais
About
With over 17 years of extensive experience in research, teaching, and learning, I have cultivated a profound expertise across interdisciplinary fields. My academic journey began with a Master's degree in Clinical Linguistics and a Diploma in Experimental Linguistics from Ankara University in Turkey. I then pursued my first doctoral degree in Special Education at Beijing Normal University in China, where I deepened my understanding of educational practices and developmental needs.
Driven by a passion for psychology and child development, I obtained a second doctoral degree in Psychology jointly from the University of Verona in Italy and The Hong Kong Polytechnic University in Hong Kong SAR, China. This diverse educational background has equipped me with a unique perspective and a comprehensive skill set, particularly in mixed methods research and psychometrics.
I have recently joined the Department of Psychology at the Norwegian University of Science and Technology (NTNU), embarking on this exciting new chapter with great enthusiasm and aspiration. As a member of the Trondheim Early Secure Study (TESS)—a longitudinal study focusing on mental health, psychosocial development, and health behavior from preschool to young adulthood—I am committed to advancing research that contributes to the well-being and development of children and young adults https://www.ntnu.edu/tess.
Research
🔎 Conducting research is my ultimate comfort zone. Over the last 17 years, I have developed outstanding skills in conducting mixed methods research, encompassing both quantitative and qualitative methodologies. My proficiency extends to a wide range of software for data collection, analysis, and interpretation.
Quantitative Analysis:
- Jamovi 📊
- Jasp 🧮
- SPSS 📈
- Minitab 📉
Qualitative Analysis:
- MAXQDA 🗣️
- NVivo 🎤
Scientometric and Bibliometric Analysis:
- CiteSpace 🌐
- VOSviewer 🗺️
Experimental and Behavioural Research:
- SuperLab 🧪
- E-Prime 🧠
- Paradigm 🤔
- fMRI 🖥️
Systematic Reviews:
- Comprehensive Meta-Analysis Software 📚
- JBI SUMARI 📑
- Covidence ✔️
Cutting-Edge Research Tools:
- Generative AI for research purposes 🤖
Review Expertise
My review experience spans a variety of methodologies, ensuring a comprehensive approach to evidence synthesis:
- Scientometric reviews 📊
- Diagnostic test accuracy reviews 🎯
- Systematic reviews of qualitative evidence 🗣️
- Systematic reviews of effectiveness 👍
- Systematic reviews of textual evidence 📜
- Systematic reviews of economic evidence 💰
- Systematic reviews of etiology and risk ⚠️
- Mixed methods systematic reviews ➕
- Umbrella Reviews ☂️
- Scoping Reviews 🔎
Research Design Expertise
Proficient in designing robust and rigorous research studies:
- Quantitative research designs 📈
- Qualitative research designs 🗣️
- Mixed methods research designs ➕
Research Areas
My research interests lie at the intersection of psychology, neurobiology, and development:
- Developmental Psychology 👶
- Psychometrics 📏
- Neurobiology of neurodevelopmental disorders 🧠
- Neurobiology of human behavior 🧍
Publications
43 publications in the SCIE, SSCI, AHCI, and ESCI-up to 31.10.2024, listed in chronological order from the most recent to the oldest.
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- Abiddine, F. Z. el, Aljaberi, M. A., Alduais, A., Lin, C.-Y., Vally, Z., & D. Griffiths, M. (2024). The Psychometric Properties of the Arabic Bergen Social Media Addiction Scale. International Journal of Mental Health and Addiction. https://doi.org/10.1007/s11469-024-01297-x
- Alaqlobi, O., Alduais, A., Qasem, F., & Alasmari, M. (2024). Artificial intelligence in applied (linguistics): a content analysis and future prospects. Cogent Arts and Humanities, 11(1). https://doi.org/10.1080/23311983.2024.2382422
- Alasmari, M., Alduais, A., & Qasem, F. (2024). Language competency in autism: a scientometric review. Frontiers in Psychiatry, 15. https://doi.org/10.3389/fpsyt.2024.1338776
- Alasmari, M., Alduais, A., Qasem, F., Almaghlouth, S., & AlAmri, L. (2024a). Examining Language, Speech and Behaviour Characteristics: A Cross-Sectional Study in Saudi Arabia Using the Arabic Version of Gilliam Autism Rating Scale-Third Edition. Children, 11(4), 472. https://doi.org/10.3390/children11040472
- Alasmari, M., Alduais, A., Qasem, F., Almaghlouth, S., & AlAmri, L. (2024b). Predicting language, cognition, and social skills in individuals with Autism spectrum disorder using the Arabic validation of Gilliam Autism Rating scale-Third Edition. Applied Neuropsychology: Child, 1–14. https://doi.org/10.1080/21622965.2024.2417812
- Alduais, A., Alarifi, H. S., & Alfadda, H. (2024a). Neuropsychological Diagnosis and Assessment of Alexia: A Mixed-Methods Study. Brain Sciences, 14(7). https://doi.org/10.3390/brainsci14070636
- Alduais, A., Alarifi, H. S., & Alfadda, H. (2024b). Using Biosensors to Detect and Map Language Areas in the Brain for Individuals with Traumatic Brain Injury. Diagnostics, 14(14). https://doi.org/10.3390/diagnostics14141535
- Alduais, A., & Alfadda, H. (2024). Childhood Apraxia of Speech: A Descriptive and Prescriptive Model of Assessment and Diagnosis. Brain Sciences, 14(6). https://doi.org/10.3390/brainsci14060540
- Alhamami, M., Alduais, A., Alasmari, M., & Qasem, F. (2024). Development and validation of the Arabic children’s strong communication scale: a pilot study. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1380296
- Alhamami, M., Alduais, A., Qasem, F., & Alasmari, M. (2024). Psychometric Features of the Arabic Version of the Children’s Communication Checklist (CCC2). Journal of Multidisciplinary Healthcare, 17, 3247–3264. https://doi.org/10.2147/JMDH.S462462
- Qadhi, S. M., Alduais, A., Chaaban, Y., & Khraisheh, M. (2024). Generative AI, Research Ethics, and Higher Education Research: Insights from a Scientometric Analysis. Information, 15(6), 325. https://doi.org/10.3390/info15060325
- Sabah, A., & Alduais, A. (2024). Intersections of family expressiveness and adolescent mental health: exploring parent–adolescent relationships as a mediator. Mental Health and Social Inclusion. https://doi.org/10.1108/MHSI-06-2024-0104
- Alasmari, M., Alduais, A., & Qasem, F. (2023). A thematic review of autism spectrum disorder research in Saudi Arabia: Insights into diagnosis, assessment, and language considerations. Applied Neuropsychology: Child, 1–15. https://doi.org/10.1080/21622965.2023.2283718
- Alduais, A., Alduais, A., Amidfar, M., & Alizadeh Incheh, S. (2023). Neurolinguistics: A scientometric review. Cogent Arts and Humanities, 10(1). https://doi.org/10.1080/23311983.2023.2197341
- Alduais, A., Alfadda, H., Allegretta, S., & Trivkovic, T. (2023). Pragmatic Language Impairment: A Scientometric Review. Applied Sciences (Switzerland), 13(16), 9308. https://doi.org/10.3390/app13169308
- Alduais, A., Al-Khulaidi, M. A., Allegretta, S., & Abdulkhalek, M. M. (2023). Forensic linguistics: A scientometric review. Cogent Arts & Humanities, 10(1). https://doi.org/10.1080/23311983.2023.2214387
- Alduais, A., Bastianello, T., Alduais, A., Wu, X. I., Qasem, F., Hamaguchi, P., & Majorano, M. (2023). Competing views on interventions for pragmatic language skills in persons with pragmatic language impairment: An umbrella review. In Applied Neuropsychology: Child. https://doi.org/10.1080/21622965.2023.2289589
- Alduais, A., Deng, M., & Alfadda, H. (2023). Perceptions of Stakeholders Regarding China’s Special Education and Inclusive Education Legislation, Law, and Policy: Implications for Student Wellbeing and Mental Health. BEHAVIORAL SCIENCES, 13(6). https://doi.org/10.3390/bs13060515
- Alduais, A., Majorano, M., & Bastianello, T. (2023). Examining pragmatic language development in preschoolers with and without neurodevelopmental disorders: A cross-sectional study. Applied Neuropsychology: Child. https://doi.org/10.1080/21622965.2023.2224483
- Alduais, A., Trivkovic, T., Allegretta, S., & Alfadda, H. (2023). Neuropragmatics: A scientometric review. Applied Neuropsychology: Adult, 1–31. https://doi.org/10.1080/23279095.2023.2251634
- Muthanna, A., & Alduais, A. (2023). The Interrelationship of Reflexivity, Sensitivity and Integrity in Conducting Interviews. Behavioral Sciences, 13(3). https://doi.org/10.3390/bs13030218
- Alamin, A., Muthanna, A., & Alduais, A. (2022). A Qualitative Evidence Synthesis of the K-12 Education Policy Making in Sudan and the Need for Reforms. SAGE Open, 12(1), 215824402110710. https://doi.org/10.1177/21582440211071081
- Alduais, A., Alduais, A., Alfadda, H., & Allegretta, S. (2022). Clinical Linguistics: Analysis of Mapping Knowledge Domains in Past, Present and Future. Children, 9(8). https://doi.org/10.3390/children9081202
- Alduais, A., Alfadda, H., Baraja’a, D., & Allegretta, S. P. (2022). Analysis of Knowledge Domains on Children’s Language Acquisition, Production, Comprehension, and Dissolution. Children, 9, 1471. https://doi.org/10.3390/children9101471
- Alduais, A., Al-Khawlani, A., Almaghlouth, S., & Alfadda, H. (2022). Cognitive Linguistics: Analysis of Mapping Knowledge Domains. Journal of Intelligence, 10(4), 93. https://doi.org/10.3390/jintelligence10040093
- Alduais, A., Almaghlouth, S., Alfadda, H., & Qasem, F. (2022). Biolinguistics: A Scientometric Analysis of Research on (Children’s) Molecular Genetics of Speech and Language (Disorders). Children, 9(9), 1300. https://doi.org/10.3390/children9091300
- Alduais, A., Al-Qaderi, I., & Alfadda, H. (2022). Pragmatic Language Development: Analysis of Mapping Knowledge Domains on How Infants and Children Become Pragmatically Competent. Children, 9(9), 1407. https://doi.org/10.3390/children9091407
- Alduais, A., Al-Qaderi, I., Alfadda, N., & Alfadda, H. (2022). Pragmatics: Mapping Evidence on Enhancing Children’s Use of Linguistic and Non-Linguistic Capacities for Interactive Communication. Children, 9(9), 1318. https://doi.org/10.3390/children9091318
- Alduais, A., & Deng, M. (2022a). Conceptualising, defining and providing special education in China: stakeholder perspectives. Journal of Research in Special Educational Needs, 22(4), 352–367. https://doi.org/10.1111/1471-3802.12573
- Alduais, A., & Deng, M. (2022b). Expansion of special education and promotion of inclusive education in China: conflict or cooperation? Stakeholders’ views. Journal of Research in Special Educational Needs, 22(2), 188–205. https://doi.org/10.1111/1471-3802.12559
- Alduais, A., Majorano, M., Andrés‐Roqueta, C., Hamaguchi, P., Persici, V., & Qasem, F. (2022). Conceptualizing, defining, and assessing pragmatic language impairment in clinical settings: A scoping review. Infant and Child Development, 31(6). https://doi.org/10.1002/icd.2368
- Alduais, A., Qasem, F., Alfadda, H., Alfadda, N., & AlAmri, L. (2022). Arabic Validation of the Pragmatic Language Skills Inventory to Assess Pragmatic Language Development in Preschoolers with and without Pragmatic Language Impairment. Children, 9(6), 809. https://doi.org/10.3390/children9060809
- Alduais, F., Samara, A. I., Al-Jalabneh, H. M., Alduais, A., Alfadda, H., & Alaudan, R. (2022). Examining Perceived Stress and Coping Strategies of University Students during COVID-19: A Cross-Sectional Study in Jordan. International Journal of Environmental Research and Public Health, 19(15), 9154. https://doi.org/10.3390/ijerph19159154
- Kihwele, J. E., Taye, M. T., & Alduais, A. (2022). Instructional strategies in multicultural classrooms in China: Experiences and challenges of international graduate students . In Cogent Social Sciences (Vol. 8, Issue 1). https://doi.org/10.1080/23311886.2022.2130220
- Qasem, F., Alduais, A., Alfadda, H., Alfadda, N., & Amri, L. al. (2022). A Study on the Relationship between Pragmatic Language Development and Socioeconomic Status in Arab Preschoolers with and without Pragmatic Language Impairment. Sustainability, 14(10), 6369. https://doi.org/10.3390/su14106369
- Taher, A., Khan, Z., Alduais, A., & Muthanna, A. (2022). Intertribal conflict, educational development and education crisis in Yemen: A call for saving education. Review of Education, 10(3). https://doi.org/10.1002/rev3.3376
- Alduais, A., Deng, M., & Gökmen, S. (2021a). Correctional education system in China: Is it practical? Insights from a systematic review and the practical theory. Review of Education, 9(3). https://doi.org/10.1002/rev3.3300
- Alduais, A., Deng, M., & Gökmen, S. (2021b). Is female education ‘gendered’ and procedurally yet substantively practiced’ in China? Insights from a systematic review and the practical theory. Review of Education, 9(3), 1–52. https://doi.org/10.1002/rev3.3302
- Muthanna, A., & Alduais, A. (2021). A Thematic Review on Research Integrity and Research Supervision: Relationships, Crises and Critical Messages. Journal of Academic Ethics, 19, 95–113. https://doi.org/https://doi.org/10.1007/s10805-020-09368-z
- Alduais, A. (2020). Inclusion and Segregation: A Study on Special Education Development in China [Beijing Normal University (People’s Republic of China)]. In ProQuest Dissertations and Theses. https://www.proquest.com/dissertations-theses/inclusion-segregation-study-on-special-education/docview/2524128900/se-2
- Alduais, A., & Deng, M. (2019). The Effect of the National Plan (2010–2020) on the Development of Special Education in China: Evidence from Before–After Design at a 7-Year Interval. Education Sciences, 9(2), 95. https://doi.org/10.3390/educsci9020095
- Alduais, A. M., & Gökmen, S. (2018). Measuring Correlation between Word Class Frequency and Simulated Early Lexical Development Based on Data Analysis from Preschool Short Stories. TED EĞİTİM VE BİLİM, 43(195), 41–63. https://doi.org/10.15390/EB.2018.6260
- Alduais, A. M. S. (2013). Identifying Typical and Atypical Manifestations of Pragmatic Language Impairment in Arabic: A Multi-Method Study of Individuals with Developmental Dysphasia. In ProQuest Dissertations and Theses. King Saud University (Saudi Arabia).
54 publications-up to 31.10.2024, listed in chronological order from the most recent to the oldest.
- Abiddine, F. Z. el, Aljaberi, M. A., Alduais, A., Lin, C.-Y., Vally, Z., & D. Griffiths, M. (2024). The Psychometric Properties of the Arabic Bergen Social Media Addiction Scale. International Journal of Mental Health and Addiction. https://doi.org/10.1007/s11469-024-01297-x
- Alaqlobi, O., Alduais, A., Qasem, F., & Alasmari, M. (2024a). A SWOT analysis of generative AI in applied linguistics: Leveraging strengths, addressing weaknesses, seizing opportunities, and mitigating threats. F1000Research, 13, 1040. https://doi.org/10.12688/f1000research.155378.1
- Alaqlobi, O., Alduais, A., Qasem, F., & Alasmari, M. (2024b). Artificial intelligence in applied (linguistics): a content analysis and future prospects. Cogent Arts and Humanities, 11(1). https://doi.org/10.1080/23311983.2024.2382422
- Alasmari, M., Alduais, A., & Qasem, F. (2024). Language competency in autism: a scientometric review. Frontiers in Psychiatry, 15. https://doi.org/10.3389/fpsyt.2024.1338776
- Alasmari, M., Alduais, A., Qasem, F., Almaghlouth, S., & AlAmri, L. (2024a). Examining Language, Speech and Behaviour Characteristics: A Cross-Sectional Study in Saudi Arabia Using the Arabic Version of Gilliam Autism Rating Scale-Third Edition. Children, 11(4), 472. https://doi.org/10.3390/children11040472
- Alasmari, M., Alduais, A., Qasem, F., Almaghlouth, S., & AlAmri, L. (2024b). Predicting language, cognition, and social skills in individuals with Autism spectrum disorder using the Arabic validation of Gilliam Autism Rating scale-Third Edition. Applied Neuropsychology: Child, 1–14. https://doi.org/10.1080/21622965.2024.2417812
- Alduais, A., Alarifi, H. S., & Alfadda, H. (2024a). Neuropsychological Diagnosis and Assessment of Alexia: A Mixed-Methods Study. Brain Sciences, 14(7). https://doi.org/10.3390/brainsci14070636
- Alduais, A., Alarifi, H. S., & Alfadda, H. (2024b). Using Biosensors to Detect and Map Language Areas in the Brain for Individuals with Traumatic Brain Injury. Diagnostics, 14(14). https://doi.org/10.3390/diagnostics14141535
- Alduais, A., & Alfadda, H. (2024). Childhood Apraxia of Speech: A Descriptive and Prescriptive Model of Assessment and Diagnosis. Brain Sciences, 14(6). https://doi.org/10.3390/brainsci14060540
- Alhamami, M., Alduais, A., Alasmari, M., & Qasem, F. (2024). Development and validation of the Arabic children’s strong communication scale: a pilot study. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1380296
- Alhamami, M., Alduais, A., Qasem, F., & Alasmari, M. (2024). Psychometric Features of the Arabic Version of the Children’s Communication Checklist (CCC2). Journal of Multidisciplinary Healthcare, 17, 3247–3264. https://doi.org/10.2147/JMDH.S462462
- Almakrob, A. Y., Alduais, A., Mhone, A. S. M., & Be, B. (2024). Neurodiversity in Saudi Arabia: Towards quality education and reduced inequalities. F1000Research, 13, 1062. https://doi.org/10.12688/f1000research.155002.1
- Qadhi, S. M., Alduais, A., Chaaban, Y., & Khraisheh, M. (2024). Generative AI, Research Ethics, and Higher Education Research: Insights from a Scientometric Analysis. Information, 15(6), 325. https://doi.org/10.3390/info15060325
- Sabah, A., & Alduais, A. (2024). Intersections of family expressiveness and adolescent mental health: exploring parent–adolescent relationships as a mediator. Mental Health and Social Inclusion. https://doi.org/10.1108/MHSI-06-2024-0104
- Alasmari, M., Alduais, A., & Qasem, F. (2023). A thematic review of autism spectrum disorder research in Saudi Arabia: Insights into diagnosis, assessment, and language considerations. Applied Neuropsychology: Child, 1–15. https://doi.org/10.1080/21622965.2023.2283718
- Alduais, A., Alduais, A., Amidfar, M., & Alizadeh Incheh, S. (2023). Neurolinguistics: A scientometric review. Cogent Arts and Humanities, 10(1). https://doi.org/10.1080/23311983.2023.2197341
- Alduais, A., Alfadda, H., Allegretta, S., & Trivkovic, T. (2023). Pragmatic Language Impairment: A Scientometric Review. Applied Sciences (Switzerland), 13(16), 9308. https://doi.org/10.3390/app13169308
- Alduais, A., Al-Khulaidi, M. A., Allegretta, S., & Abdulkhalek, M. M. (2023). Forensic linguistics: A scientometric review. Cogent Arts & Humanities, 10(1). https://doi.org/10.1080/23311983.2023.2214387
- Alduais, A., Bastianello, T., Alduais, A., Wu, X. I., Qasem, F., Hamaguchi, P., & Majorano, M. (2023). Competing views on interventions for pragmatic language skills in persons with pragmatic language impairment: An umbrella review. In Applied Neuropsychology: Child. https://doi.org/10.1080/21622965.2023.2289589
- Alduais, A., & Deng, M. (2023). The quadripartite system of inclusive education provision in China: A qualitative synthesis of policy documents. International Journal of Chinese Education, 12(2). https://doi.org/10.1177/2212585X231168677
- Alduais, A., Deng, M., & Alfadda, H. (2023). Perceptions of Stakeholders Regarding China’s Special Education and Inclusive Education Legislation, Law, and Policy: Implications for Student Wellbeing and Mental Health. BEHAVIORAL SCIENCES, 13(6). https://doi.org/10.3390/bs13060515
- Alduais, A., Majorano, M., & Bastianello, T. (2023). Examining pragmatic language development in preschoolers with and without neurodevelopmental disorders: A cross-sectional study. Applied Neuropsychology: Child. https://doi.org/10.1080/21622965.2023.2224483
- Alduais, A., Trivkovic, T., Allegretta, S., & Alfadda, H. (2023). Neuropragmatics: A scientometric review. Applied Neuropsychology: Adult, 1–31. https://doi.org/10.1080/23279095.2023.2251634
- Muthanna, A., & Alduais, A. (2023). The Interrelationship of Reflexivity, Sensitivity and Integrity in Conducting Interviews. Behavioral Sciences, 13(3). https://doi.org/10.3390/bs13030218
- Alamin, A., Muthanna, A., & Alduais, A. (2022). A Qualitative Evidence Synthesis of the K-12 Education Policy Making in Sudan and the Need for Reforms. SAGE Open, 12(1), 215824402110710. https://doi.org/10.1177/21582440211071081
- Alduais, A., Alduais, A., Alfadda, H., & Allegretta, S. (2022). Clinical Linguistics: Analysis of Mapping Knowledge Domains in Past, Present and Future. Children, 9(8). https://doi.org/10.3390/children9081202
- Alduais, A., Alfadda, H., Baraja’a, D., & Allegretta, S. P. (2022). Analysis of Knowledge Domains on Children’s Language Acquisition, Production, Comprehension, and Dissolution. Children, 9, 1471. https://doi.org/10.3390/children9101471
- Alduais, A., Al-Khawlani, A., Almaghlouth, S., & Alfadda, H. (2022). Cognitive Linguistics: Analysis of Mapping Knowledge Domains. Journal of Intelligence, 10(4), 93. https://doi.org/10.3390/jintelligence10040093
- Alduais, A., Almaghlouth, S., Alfadda, H., & Qasem, F. (2022). Biolinguistics: A Scientometric Analysis of Research on (Children’s) Molecular Genetics of Speech and Language (Disorders). Children, 9(9), 1300. https://doi.org/10.3390/children9091300
- Alduais, A., Al-Qaderi, I., & Alfadda, H. (2022). Pragmatic Language Development: Analysis of Mapping Knowledge Domains on How Infants and Children Become Pragmatically Competent. Children, 9(9), 1407. https://doi.org/10.3390/children9091407
- Alduais, A., Al-Qaderi, I., Alfadda, N., & Alfadda, H. (2022). Pragmatics: Mapping Evidence on Enhancing Children’s Use of Linguistic and Non-Linguistic Capacities for Interactive Communication. Children, 9(9), 1318. https://doi.org/10.3390/children9091318
- Alduais, A., & Deng, M. (2022a). Conceptualising, defining and providing special education in China: stakeholder perspectives. Journal of Research in Special Educational Needs, 22(4), 352–367. https://doi.org/10.1111/1471-3802.12573
- Alduais, A., & Deng, M. (2022b). Expansion of special education and promotion of inclusive education in China: conflict or cooperation? Stakeholders’ views. Journal of Research in Special Educational Needs, 22(2), 188–205. https://doi.org/10.1111/1471-3802.12559
- Alduais, A., & Deng, M. (2022c). Special education provision in China: Characteristics and challenges as perceived by stakeholders. Specijalna Edukacija i Rehabilitacija, 21(2), 67–88. https://doi.org/10.5937/specedreh21-35694
- Alduais, A., & Deng, M. (2022d). Stakeholders’ perceptions of equity in providing special education and inclusive education services in China: Zero rejection and multiple provision mechanisms. International Journal of Chinese Education, 11(3), 2212585X2211448. https://doi.org/10.1177/2212585X221144898
- Alduais, A., Majorano, M., Andrés-Roqueta, C., Hamaguchi, P., Persici, V., & Qasem, F. (2022). Conceptualizing, defining, and assessing pragmatic language impairment in clinical settings: A scoping review. Infant and Child Development, 31(6). https://doi.org/10.1002/icd.2368
- Alduais, A., Muthanna, A., Nyenyembe, F. W., Chatambalala, J., Taye, M. T., Haque, M. S., Kinyota, M., & Kavenuke, P. S. (2022). THE (NATIONAL) DOCTORAL DISSERTATIONS ASSESSMENT IN CHINA: AN INTERPRETIVE PHENOMENOLOGICAL ANALYSIS. International Journal of Doctoral Studies, 17, 115–140. https://doi.org/10.28945/4938
- Alduais, A., Qasem, F., Alfadda, H., Alfadda, N., & AlAmri, L. (2022). Arabic Validation of the Pragmatic Language Skills Inventory to Assess Pragmatic Language Development in Preschoolers with and without Pragmatic Language Impairment. Children, 9(6), 809. https://doi.org/10.3390/children9060809
- Alduais, F., Samara, A. I., Al-Jalabneh, H. M., Alduais, A., Alfadda, H., & Alaudan, R. (2022). Examining Perceived Stress and Coping Strategies of University Students during COVID-19: A Cross-Sectional Study in Jordan. International Journal of Environmental Research and Public Health, 19(15), 9154. https://doi.org/10.3390/ijerph19159154
- Kihwele, J. E., Taye, M. T., & Alduais, A. (2022). Instructional strategies in multicultural classrooms in China: Experiences and challenges of international graduate students . In Cogent Social Sciences (Vol. 8, Issue 1). https://doi.org/10.1080/23311886.2022.2130220
- Muthanna, A., Alduais, A., & Ghundol, B. (2022). Challenges Facing Teacher Education in Yemen: Toward Better Quality. In M. S. Khine (Ed.), Handbook of Research on Teacher Education (pp. 411–425). Springer Nature Singapore. https://doi.org/10.1007/978-981-19-2400-2_24
- Qasem, F., Alduais, A., Alfadda, H., Alfadda, N., & Amri, L. al. (2022). A Study on the Relationship between Pragmatic Language Development and Socioeconomic Status in Arab Preschoolers with and without Pragmatic Language Impairment. Sustainability, 14(10), 6369. https://doi.org/10.3390/su14106369
- Taher, A., Khan, Z., Alduais, A., & Muthanna, A. (2022). Intertribal conflict, educational development and education crisis in Yemen: A call for saving education. Review of Education, 10(3). https://doi.org/10.1002/rev3.3376
- Taye, M. T., & Alduais, A. (2022). Exploring the Practice of Academic Freedom and Active Learning in Ethiopia’s Higher Education: A Case Study. Athens Journal of Education, 9(4), 655–678. https://doi.org/10.30958/aje.9-4-7
- Taye, M. T., Muthanna, A., Sang, G., & Alduais, A. (2022). Understanding Effective Teaching Beliefs of Instructors and Students: A Qualitative Study at an Ethiopian University. Athens Journal of Education, 9(4), 679–698. https://doi.org/10.30958/aje.9-4-8
- Alduais, A., Deng, M., & Gökmen, S. (2021a). Correctional education system in China: Is it practical? Insights from a systematic review and the practical theory. Review of Education, 9(3). https://doi.org/10.1002/rev3.3300
- Alduais, A., Deng, M., & Gökmen, S. (2021b). Is female education ‘gendered’ and procedurally yet substantively practiced’ in China? Insights from a systematic review and the practical theory. Review of Education, 9(3), 1–52. https://doi.org/10.1002/rev3.3302
- Muthanna, A., & Alduais, A. (2021). A Thematic Review on Research Integrity and Research Supervision: Relationships, Crises and Critical Messages. Journal of Academic Ethics, 19, 95–113. https://doi.org/https://doi.org/10.1007/s10805-020-09368-z
- Alduais, A., Deng, M., & Li, W. (2020). Female education equity in China: Anexploratory analysis of quantitative between 2009 and 2016. Kasetsart Journal of Social Sciences, 41(2), 363–369. https://doi.org/10.34044/j.kjss.2020.41.2.08
- Alduais, A. (2019). A Proposed Ranked-Based Ranking Model on the Impact of International Ranking of Higher Education Institutions on Higher Education Reform in the Kingdom of Saudi Arabia. Athens Journal of Education, 6(4), 329–356. https://doi.org/10.30958/aje.6-4-5
- Alduais, A., & Deng, M. (2019). The Effect of the National Plan (2010–2020) on the Development of Special Education in China: Evidence from Before–After Design at a 7-Year Interval. Education Sciences, 9(2), 95. https://doi.org/10.3390/educsci9020095
- Alduais, A., Deng, M., & Li, W. (2019). Correctional education development in China: an exploratory analysis of quantitative data between 2009 and 2016. Research Result. Pedagogic and Psychology of Education, 5(1), 3–32. https://doi.org/10.18413/2313-8971-2019-5-1-0-1
- Alduais, A., Meng, D., & Muthanna, A. (2019). The effect of the National Plan (2010-2020) on the development of preschool education in China: Evidence from before-after design at a 7-year interval and policy analysis. Research Result. Theoretical and Applied Linguistics, 5(3), 3–22. https://doi.org/10.18413/2313-8971-2019-5-3-0-1
- Alduais, A. M., & Gökmen, S. (2018). Measuring Correlation between Word Class Frequency and Simulated Early Lexical Development Based on Data Analysis from Preschool Short Stories. TED EĞİTİM VE BİLİM, 43(195), 41–63. https://doi.org/10.15390/EB.2018.6260.